Identification of group affinity from cross-sectional contours of the human midfacial skeleton using digital morphometrics and 3D laser scanning technology

Identifying group affinity from human crania is a long-standing problem in forensic and physical anthropology. Many craniofacial differences used in forensic skeletal identification are difficult to quantify, although certain measurements of the midfacial skeleton have shown high predictive value for group classifications. This study presents a new method for analyzing midfacial shape variation between different geographic groups. Three-dimensional laser scan models of 90 crania from three populations were used to obtain cross-sectional midfacial contours defined by three standard craniometric landmarks. Elliptic Fourier transforms of the contours were used to extract Fourier coefficients for statistical analysis. After cross-validation, discriminant functions based on the Fourier coefficients provided an average of 86% correct classifications for crania from the three groups. The high rate of accuracy of this method indicates its usefulness for identifying group affinities among human skeletal remains and demonstrates the advantages of digital 3D model-based analysis in forensic research.     

Devastation in the aftermath of Hurricane Katrina as a state crime: social audience reactions

In the 5 years since Hurricane Katrina struck the Gulf Coast, scholars in many disciplines have speculated on the sources of the widespread devastation. While many of these studies have focused on objective evidence of the violation of human rights following Hurricane Katrina, this study reviews the human rights violations and goes a step further by examining social audience reactions (both victims and the general public) to the government’s response efforts. Relying on Green and Ward’s (Green 2009; Green and Ward Social Justice, 27, 101–115, 2000; 2004) human rights/organizational deviance definition, which sees state crime as human rights violations that result from state organizational deviance, we attempt to provide further evidence of this case as one of state crime. This article presents results from binary logistic regression analyses that assess the likelihood of respondents disapproving of the actions of officials from various levels of government after the hurricane using data from a survey of Hurricane Katrina evacuees completed by The Washington Post/Kaiser Family Foundation/Harvard University (The Washington Post/Kaiser Family Foundation/Harvard University 2005) in the weeks after the storm, and data from a special topics ABC News/Washington Post public opinion survey completed in September of 2005 (ABC News/The Washington Post 2006). Key findings in this study include a strong similarity of results across data sets for race, sex, and religion with regards to respondents disapproving responses to the storm devastation at the federal level. A clear majority of respondents in both data sets disapproved of the actions of some level of government, further implying negative audience reactions, and thus the need to recognize the government’s response to Hurricane Katrina as a state crime.     

Stability and Change in Rural Youths’ Educational Outcomes Through the Middle and High School Years

There is a dearth of literature that examines rural youths’ school transition and adaptation over the middle and high school years. Given rural education challenges, this study examines rural youths’ developmental trajectories of self-reported grades and affective and behavioral educational outcomes (i.e., school belonging, value of education, school misbehavior, and extracurricular activity participation). The cohort-sequential study consisted of 3,312 African American and White youth (50% female) who were surveyed over three and a half years, including the transition to high school. The results reveal significant changes in the outcomes from sixth to twelfth grade. For example, on average, school misbehavior increased over time while perceived school belonging decreased over time. Gender and race differences emerged; African American youth reported placing higher importance on education and less participation in school activities than White youth. The discussion focuses on the importance of examining rural adolescents’ educational pathways during the high school transition.     

The Family Antecedents and the Subsequent Outcomes of Early Puberty

The purpose of this study was to examine both the family antecedents and the outcomes of early puberty, with a particular focus on factors related to family socioeconomic status (SES). The study employed a comprehensive measurement of pubertal development and longitudinal data from the Canadian National Longitudinal Survey of Children and Youth. The sample (N = 8,440; 49% girls) included four cohorts of children who were followed biennially for 10 years, starting from age 4–11 to 14–21 years. Data were drawn at different years of age from these cohorts of children. Girls whose fathers were unemployed were more likely to experience early puberty than those whose fathers were employed. For boys, those living with fathers who had not finished secondary school were more likely to experience early puberty. Early maturing girls tended to engage in smoking and drinking at an earlier age compared with their peers. These findings provide support for psychosocial acceleration theory and suggest that different aspects of low family SES may act as a psychosocial stress for early pubertal maturation in boys versus girls, which may lead to engagement in drinking and smoking at a younger age, at least for girls.     

NO MORE CASEBOOKS: USING SIMULATION‐BASED LEARNING TO EDUCATE FUTURE FAMILY LAW PRACTITIONERS

Teaching family law using the traditional casebook method provides students with marginal knowledge and skills. To practice family law, one needs to know how to interview and counsel clients, negotiate with opposing counsel, file pleadings and supporting documents, draft agreements, and understand tax consequences. Moreover, ethical issues abound in the practice of family law, such as confidentiality, conflict of interest, and fee arrangements. Critics of traditional pedagogies in legal academia have included the MacCrate Report, the Carnegie Report, and Best Practices for Legal Education. The Family Law Education Reform Project has focused its attention on the failure of law schools to keep pace with the ever‐evolving nature and requirements of family law practice. This article offers one answer to those who seek to educate law students in a manner that will better prepare them for the practice of family law. The author, who is the director of Vermont Law School's General Practice Program, describes a family law course she has developed and taught for many years. The course is taught in an integrative fashion, and includes substantive law, practice skills, and ethical and professionalism issues. She offers the course as a response and antidote to the ongoing criticisms of tradition a methods of teaching law.     

Community-level HIV prevention for persons with severe mental illness living in supportive housing programs: a pilot intervention study

Individuals with severe mental illness (SMI) are at risk for HIV/AIDS. Despite the availability of supportive community programs for those with SMI, there have been no published evaluations of community-level HIV prevention trials among this population. A pilot intervention trial was conducted to determine the feasibility of such an intervention in supportive housing programs (SHPs). A multi-component community-level trial was implemented in two SHPs with a total of 28 residents. Participants completed assessments at three time points: prior to the intervention (baseline), following skills training (post-assessment), and following the 4-month community intervention (follow- up). Results demonstrated significant improvements in psychosocial risk factors at both post- and follow-up assessments, with indications of sexual behavior change at follow-up. The community-level intervention appeared to reduce the risk of HIV among persons with SMI living in SHPs, and supports the importance of conducting larger scale intervention trials.     

The discourses of incidents: cougars on Mt. Elden and in Sabino Canyon, Arizona

Incidents are relatively short periods of intensified discourse that arise from public responses to symbolically important actions by public officials, and an important part of the conflict that increasingly surrounds state wildlife management in the West. In an effort to better understand incidents as a facet of this conflict, we analyzed the discourses of two incidents in Arizona that were precipitated by the intended removal of cougars by managers in response to public safety concerns. We used newspaper content, 1999?C2007, to elucidate seminal patterns of public discourses and discourse coalitions as well as differences in discursive focus between incident periods and background periods. Cougars were mentioned in newspaper articles 13?C33 times more often during incidents compared with background periods. State wildlife agency commissioners and hunters were part of a discourse coalition that advocated killing cougars to solve problems, blamed cougars and those who promoted the animals?? intrinsic value and sought to retain power to define and solve cougar-related problems. Personnel from affected state and federal agencies expressed a similar discourse. Environmentalists, animal protection activists, and some elected officials were of a coalition that defined ??the problem?? primarily in terms of people??s behaviors, including behaviors associated with current institutional arrangements. This discourse advocated decentralizing power over cougar management. The discourses reflected different preferences for the allocations of power and use of lethal versus non-lethal methods, which aligned with apparent core beliefs and participants?? enfranchisement or disenfranchisement by current state-level management power arrangements.     

The complications of controlling agency time discretion: FDA review deadlines and postmarket drug safety

Public agencies have discretion on the time domain, and politicians deploy numerous policy instruments to constrain it. Yet little is known about how administrative procedures that affect timing also affect the quality of agency decisions. We examine whether administrative deadlines shape decision timing and the observed quality of decisions. Using a unique and rich dataset of FDA drug approvals that allows us to examine decision timing and quality, we find that this administrative tool induces a piling of decisions before deadlines, and that these “just-before-deadline” approvals are linked with higher rates of postmarket safety problems (market withdrawals, severe safety warnings, safety alerts). Examination of data from FDA advisory committees suggests that the deadlines may impede quality by impairing late-stage deliberation and agency risk communication. Our results both support and challenge reigning theories about administrative procedures, suggesting they embody expected control-expertise trade-offs, but may also create unanticipated constituency losses.     

Who Benefits from KIPP?

The nation's largest charter management organization is the Knowledge is Power Program (KIPP). KIPP schools are emblematic of the No Excuses approach to public education, a highly standardized and widely replicated charter model that features a long school day, an extended school year, selective teacher hiring, strict behavior norms, and emphasizes traditional reading and math skills. No Excuses charter schools are sometimes said to target relatively motivated high achievers at the expense of students who are more difficult to teach, including limited English proficiency (LEP) and special education (SPED) students, as well as students with low baseline achievement levels. We use applicant lotteries to evaluate the impact of KIPP Academy Lynn, a KIPP school in Lynn, Massachusetts that typifies the KIPP approach. Our analysis focuses on special needs students that may be underserved. The results show average achievement gains of 0.36 standard deviations in math and 0.12 standard deviations in reading for each year spent at KIPP Lynn, with the largest gains coming from the LEP, SPED, and low‐achievement groups. Average reading gains are driven almost entirely by SPED and LEP students, whose reading scores rise by roughly 0.35 standard deviations for each year spent at KIPP Lynn.